Secondary School Certificate BD (PorarTableBD)

The impact of education or lack of it, is felt throughout an individual’s life. Education was declared a basic right for all and guarded within the Universal Declaration on Human Rights in 1948. Since then, it’s been supported in numerous international human rights instruments. In 1990, efforts were boosted towards the proper to education within the World Declaration on Education for All (EFA) adopted by over one hundred fifty governments. In 2000, the planet Education Forum in Dakar, Senegal reaffirmed this commitment and adopted the six EFA goals for up to 2015. Post-EFA and MDG, a comprehensive goal for education (Goal 4: guarantee comprehensive and quality education for all and promote womb-to-tomb learning) has been adopted underneath the property Development Goals (SDGs) for the year 2030.

As someone to totally different international commitments, Bangladesh has worked towards achieving education-related goals and targets. In 2010, the attitude set up for 2010-2021, titled Vision 2021, was adopted by the government. In it, education, amongst other issues, was strongly emphasized. It aims to produce quality primary and pedagogy to each kid and make sure that no kid is unseen by the education system on grounds of his/her family’s income, gender, religion, ethnicity, or disabilities. Additionally, secondary schools would be established at every Upazila headquarter in phases and IT education would be made compulsory at the secondary level by 2013. It additionally enclosed measures to enhance the coaching and quality of college academics. Up until 2015, Bangladesh achieved considerable success in education, significantly in ingress, gender parity, and the adoption of the 2010 Education Policy. At present, Asian country is functioning towards achieving the SDGs, and as a part of it, the SDGs have already been aligned with the targets of seventh 5 Year set up (2016-2020).

There are three main education systems in Bangladesh: (i) general education system, ii) madrasa education system, and (iii) technical and vocational education system. The first two are divided into primary, secondary and quarterly levels. Secondary education in Bangladesh is divided into two main sub-groups: Secondary education (class 6-10, or 9-10 in the 2010 academic year) and Higher Secondary Education (Grade 11-12).

Madrasa education is provided an equal level of education. Occupying secondary school gives academic equivalence opportunities. The government legally recognizes this parity and the madrassa graduates are given the opportunity to continue their studies at a higher level. Secondary Education Terminal School Certificate (SSC) terminates with a leading public examination. The introduction of courses and curriculum diversity at the beginning of Secondary Education (Grade 9) in General School and Madrasa. Technical and vocational education is also available at the secondary and higher secondary levels of vocational and trade schools as well as business management institutions.

Secondary education is managed and managed by the Ministry of Education (MOE), which is related to policy formulation, planning, monitoring, evaluation and implementation of plans and programs. This supervision applies to technical and madrasah education.The MEE works in collaboration with the joint director and board. The Department of Secondary and Higher Education (DSHE) is responsible for the administration, management and control of the MOE affiliated, primary, secondary and higher education (including madrasa and other special types of education). It helps in support of project offices at sub-divisional offices and Upazila level located at division and district level.

The District Education Office is responsible for regular supervision of academic supervision and secondary school and madrassa as well as special inspections of newly established schools.
There is an Upazila secondary education office for monitoring the Upazila secondary education office to collect annual survey information, conducted on the secondary and higher secondary level, academic supervision and educational information and statistics by Babes.

There is nine board for intermediate and secondary education to recognize SSC and Higher Secondary Certificate (HSC) level public examinations and private sector education institutions; Bangladesh Technical Education Board (BTEB) conducts the examination and gives certificate and diploma prizes. In Secondary Vocational Education, a certificate from Grade 9 to one or two-year-long program, diploma program as well as an SSC requirement for admission. The diploma program is provided by polytechnics and technical schools and colleges.

Secondary education companies are operating 20 thousand 27 thousand teachers (20,2797) schools in 2015, where about one million students are being imparted education. Improvement of girls’ enrollment is commendable. Girls are now 54% more than secondary, more than boys. But there are only 804 public management institutes in a large number of secondary schools. More than 96 percent are personally managed. The number of schools is increasing, but the classes are increasing and school buildings are unsafe and inadequate.

In the suburbs, there is a lack of school and classroom. The government provides subsidies to 15,984 of the total private schools operated. The number of secondary schools by the division reveals the distribution of discrimination. Only 5 percent of all Sylhet companies, 27 percent in Dhaka. In case of enrollment, 6.3 percent of Sylhet, 31.17 percent in Dhaka. According to the 2015 survey, 85.38 percent of the companies had electrical facilities.

The number of companies with computer facilities is 87.29 percent, while multimedia is available at 71.9 percent. It is known that 60 percent of the companies give computer education. This number is 19 percent for junior schools, 64 percent for secondary schools and 96 percent for high school. On the contrary, it has been found that in 2013, only 59 percent of the institutions were computer teachers, indicating that institutions provide computer education as well as relevant faculties.

However, Bangladesh made considerable progress in improving access to education at all levels. At the secondary level, the total enrollment rate increased from 43.1 percent in 2015 to 72.78 percent in 2015. The net enrollment magnitude relation (NER) at the secondary level in 2015 was sixty seven % (boys and women together), gender sex index was 108 percentEfficiency parameters saw significant improvement. In 2015, the completion rate was fifty nine.71 percent, compared to fifty eight.06 in 2014.

The drop-out rate reduced to 40.29 percent in 2015 from 41.94 percent in 2014, and the survival rate went up to 69.24 percent in 2015 from 63.83 percent in 2014. The total enrollment ratio (GER) at the Higher Secondary level was 38.99 percent, NRR was 28.25 percent in 2015. However, at the higher secondary stage, the quill drop out rate was 41 percent in 2000, but 22.70 percent in 2015. The ending rate has reached 77.30 percent for both the sexes, while the survival rate has reached 100 percent in 2015, which is 75 percent of the skill (Bangladesh Education Statistics 2015, Banbase).

Madrasa Education is a sub-sector of Bangladesh’s education sector. There are two types of madrasas: Alia and Qaumi. Alia Madrasas are under government supervision, where the Kaawi Madrasas are private. This sub-sector is fairly large, providing food to 3.78 million students, and primary or ibadadai education. Ibadi education has improved. The total number of primary madrassa education was 7,279 in 2000, but this number increased by 9,319 in 2015. The Primary primary madrasas are equivalent to secondary, high school, degree level and masters in Dakshin, Alim, Fazil, and Kamil. Education in general stream.

Madrasas with primary-school institutions are privately run in most cases. Of the 221 Kamil Madrasa, there are only three government institutions. 9,316 of 9,319 madrassas in Bangladesh are privately run. 6,565 Dakhil Madrasa teaches 1,223,194 students, of whom more than 59 percent girls and girls. The average number of students per institution is 197. The total number of teachers employed is 66,801 and the number of teachers in each institute is 10, respectively, which can result in teachers and student ratio of 1:19 (Bangladesh Education Statistics 2015, Bendis).

Bangladesh Educational Statistics 2015 introduces some quality indicators in secondary education. It has been found that the teacher’s ratio stands at 1:41; The average classroom size is 60; 67.88 percent teachers in the school are trained; 65.16 percent of trained teachers female teachers! 95.16 percent of the schools have separate toilet facilities for girls;82.21 percent schools have computer facilities; 72.98 percent of schools have an Internet connection; 85.38 percent schools have electricity; 96.51 percent of schools have safe drinking water, And 71.9 percent of the schools have multimedia facilities.

The number of students appearing for SSC examination has increased gradually. In 2004, there were 7,56,387 students for SSC and 1,108,683 in 2015. In 1990, 32 percent of the students passed in 1990 (30% for girls) and 86.72 percent in 2015 (86.28 percent for girls). Participants in the vocational examination (SSC) and those who passed the percentile have seen an upward trend. 68 percent of students passed in 1999, and 82 percent in 2015.
Despite impressive successes in enrollment, secondary education failed to equip students with the necessary knowledge or skills of the economy. The relationships between the curriculum and the demands of the economy are inadequate Students are not so strict about analytical skills or creative thinking by examining the old education system and examination memory. Secondary education standards and relevance are low.

The barriers to high standard secondary education include: (i) a serious lack of trained secondary school teachers; (ii) Incomplete courses in all types of primary and secondary education; (iii) Insufficient teacher management system for recruitment, registration, and performance evaluation; (iv) lack of quality of education; And (v) lack of teaching equipment. High Dropout Rate Secondary Education is an equally major challenge. Although encouraged by stipend, free textbooks, and free food programs, the dropout rate is frustrating. Only forty-six percent of the scholars complete the full cycle of education, reflect a huge waste of financial resources and an inefficient education system. Secondary education system, weak organizational and supervision skills continue. To improve the quality and relevance of secondary education, strict sectors will be needed.

Parents today think that a good educational institution can prepare their children for GPA 5. When the guardians fail to give their children enough time, they start believing that money can solve this problem. They become costly schools and coaching centers for the education of their children.

With the emphasis on this situation, a group of opportunists came forward and established a private school because the number of public schools is very low. As a result, formal education has become a “product” nowadays. The cost of education is increasing every year. People have been struggling horribly to bear the cost of studying their children.

The broad but poor quality of secondary education has been privatized, so Vision 2021 established it to establish a secondary school in each Upazila so that the lack of institutions is less. There is a gap between education in the cities and education provided in rural areas – a gap that is gradually expanding despite the commitment to provide quality education for all children of Vision 2021. We still have five years and 14 years to work on SDG4.

To ensure quality education for all, there is a need for overall and balanced development of the education sector. This was emphasized in the 2010 National Education Policy. The proposed reforms of secondary education are: (i) facilitating the development of teachers; (ii) enhance the use of science, English, mathematics education and ICT; (ii) modernization of madrasa education;(iii) teaching and learning materials which are more relevant; (iv) improve examination and evaluation; And (vi) strengthen the sector governance and administration, which includes effective planning, monitoring and evaluation of all levels. For comprehensive reform, the sector requires adequate financial support. Remember, the government must begin to allocate sufficient resources to the national budget and monitor its effective use with the utmost care.

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